COURSE INFORMATION Course Title:Intercultural Awareness Development Course Number: PSY 6121 Course Units:1.5 Course Website:N/A
School: California School of Professional Psychology, AIU
Term and Year:Fall 2009 Day and Time:Wednesday, 9:30-12:20. Meeting Dates:September 9 through November 18, 2009. Instructors:Harriet Curtis-Boles and Ed Bourg Contact:hcurtis-boles@alliant.edu, (415) 955-2117 ebourg@alliant.edu, Office location:Room 264, 2nd floor/ Room Grading: Credit / No Credit OPEN TO YEAR LEVEL: G-1 I.RATIONALE: The PsyD and Ph.D. clinical psychology programs are organized to enable students to build sequentially on knowledge and skills. This course is part of the PsyD/PhD shared curriculum. Each course in the PsyD and PhD program is designed to accomplish program specific learning outcomes (or training goals and objectives). For a complete copy of each program’s learning outcomes, goals and objectives see program manual. In the Ph.D. program, this course helps in the fulfillment of the following Ph.D. program learning outcomes, e.g., goals and objectives: Goal: To Prepare Students to be effective professional psychologists who are skilled at evaluating psychological functioning and providing effective interventions with diverse clients across a range of settings. 1. Objective: To develop broad theoretical and scientific knowledge in foundational areas that provides the basis for the effective practice of clinical psychology. 2. Objective: To develop an understanding of psychopathology and psychological assessment, and to apply such knowledge in the evaluation of psychological functioning in a variety of settings with diverse population a. Identify, and distinguish between, different forms of psychopathology using DSM-IV criteria b. Demonstrate proficiency in applying methods of psychological assessment, including tests of intelligence, and objective and projective measures of personality c. Interpret and synthesize findings from psychological tests in the evaluation of psychological functioning d. Demonstrate understanding of, and sensitivity to, the role of cultural factors in the diagnostic and evaluation process. 3. Objective: To develop and understanding of the efficacy, and modes of application of, psychological interventions in a variety of settings with diverse populations a. Demonstrate comprehension of effective intervention techniques b. Apply psychological interventions and evaluate effectiveness in clinical practice c. Demonstrate cultural knowledge and competence in implementing psychological interventions for culturally diverse populations This course helps in the fulfillment of the following PsyD program learning outcomes: 1.Objective:To develop student/graduates who have the knowledge, skills and attitudes necessary to function professionally in a multicultural society. Students demonstrate mastery in: a.The ability to recognize their own attitudes about age, gender and ethnically, culturally, sexually diverse, or handicapped populations and to understand concepts of power and privilege as they apply to interventions with these populations. b.The ability to understand clinical phenomenon within social and cultural context. c.The ability to plan and carry out a course of treatment that is responsive to the clients gender, sexual orientation, ethnicity, culture, physical and mental capacities and age. d.The ability to recognize the limits of their own clinical competence and to identify appropriate referral resources and or case consultation resources when needed. 2.Objective:To develop students/graduates who are able to intervene, using multiple methods, with diverse populations, across many settings and in changing and evolving context. Students develop mastery in: a.The ability to practice in diverse clinical settings. b.The ability to practice with a breadth of clients. c.The ability to apply more than one major theory of intervention/development to practice. d.The ability to modify treatment interventions based on ongoing assessments of outcomes. e.The ability to appropriately consider time limitations, resources constraints and community resources in the choice of interventions. f.The ability to integrate patients’ expectations into interventions when appropriate. II. COURSE DESCRIPTION, PURPOSE, STUDENT LEARNING OUTCOMES AND ASSESSMENT A.COURSE DESCRIPTION: This is a yearlong course designed to facilitate an increased understanding of cultural identity, cultural differences, explore the operation and impact of prejudice, oppression and discrimination on minority groups and examine personal beliefs and attitudes about human differences.Ethnicity, sexual orientation, gender, class and disability will be examined.The class will combine discussion, didactic and experiential exercises in addressing these issues.Clinical work with multi-cultural populations, including exploring the socio-cultural and personal barriers to effective intervention will be addressed throughout the year, both in the context of general concerns when working cross-culturally as well as with specific cultural minority groups. B.PURPOSE OF THE COURSE: By the end of this course, students will be able to develop a greater understanding of their own cultural identities as well as a variety of multicultural issues that may be relevant in therapeutic interactions.Students will be more familiar with issues of prejudice, discrimination, and oppression and how such issues impact the therapeutic experience for both client and therapist. C.SPECIFIC LEARNING OUTCOMES: 1. Students will become aware of themselves and others as cultural beings.What is your own cultural heritage and what role does it play in your life?How does it influence your worldview and values?What are the variations of cultural experience and their impact on self-perceptions and responses from others? 2. Students will become aware of their own values, biases and assumptions about human behavior.What stereotypes, perceptions, and beliefs do you hold about culturally different groups?What influence does this have on how you relate to others?What are the worldviews you may bring to the clinical encounter and to your role as a professional psychologist?Without such an awareness and understanding, psychologists may inadvertently assume that everyone shares their worldview.When this happens, students may become guilty of cultural oppression, imposing values on their culturally different clients. 3.Students will develop an understanding of the operation of oppression and privilege.Who are the oppressed and privileged in our society? How are these phenomenon manifest in individual lives and what are their social and psychological effects? 4. Students will acquire knowledge and understanding of the worldview of minority or culturally different groups and clients.What biases, values and assumptions about human behavior do these groups hold?Is there such a thing as an African American, Asian American, Latino/ Hispanic American or American Indian worldview?Do other culturally different groups (women, the disabled, gays/lesbians, etc.) also have different worldviews? Knowledge of the history, life experiences, cultural values and the hopes, fears and aspirations of culturally different groups in the United States is crucial to becoming an effective helper. D.INSTRUCTIONAL STRATEGY: Class activities consist primarily of lectures as well as class discussions of assigned readings videos presented, student presentations, and other student experiences throughout the class. Discussion takes place in the seminar group as a whole as well as in smaller groups when appropriate. E. CLASS COMPONENT ON MULTICULTURAL AND INTERNATIONAL ISSUES: The entire class provides substantive focus on multicultural issues. F.DESCRIPTION OF COURSE REQUIREMENTS AND ASSESSMENT METHODS: 1.Attendance will be a critical criterion in the evaluation process and it is expected that students read all assigned articles and chapters from required books in preparation for the weekly class meetings.The class meetings will combine discussion of assigned readings, videos and experiential exercises and much of what occurs cannot be “made up” through substitute or additional assignments.In the unlikely event that you have to miss a class session: 1) please select a student in the course to discuss the class meeting with, 2) see one of the Instructors for a “make up” assignment related to the class process. 2.We expect that all class members will participate in discussions on readings, reactions to video presentations and small group exercises.Students are encouraged to share their thoughts, feelings, and processing of the readings assigned for each week.Of course an important part of learning in a course like this is coming to understand others and ourselves in a different way.To this end we encourage disclosure of the feelings and personal reflections these topics provoke. As Faculty we will attempt to help students to create a “safe” place for such disclosures.However, such self-disclosures of this nature will not be a criterion in class grades. 3.We expect all students to keep a Course Journal of their class experience, their personal reactions to the events that occur.Journal entries should be made following each class session and should include your thoughts and reactions to class discussions, activities and readings.Though there is no length requirement for journals, we expect thoughtful, substantive content.In addition to giving students the opportunity to extend the class discussion the journal entries also allow students to communicate their concerns to the instructors in a safe context.For students who may not be on-going active participants in class discussions, the journals should include reactions to and reflections on class readings to give the instructors an additional method of gauging how the course material is being integrated and understood.Journals will be reviewed by one of the two faculty once each during the semester--and therefore need to be turned in at class twice.The first series of journals is due on the fourth week of class (October 8: 4 entries) and the second on the last day of class (November 5: 5 entries) along with the final papers.One of the instructors will read, and briefly comment on your entries, but the content of your journals will not be used to determine whether you pass, fail, or receive “some” or “serious concern”. 4.All students will be expected to participate in a group presentation on one of four major ethnic minority groups in the United States emphasizing issues of cultural values, beliefs and practices, prejudice and oppression.These presentations will occur in weeks 5-8 of the class.Instructors will be available to help students discover appropriate resource material for these presentations.The presentations should cover areas of oppression and discrimination as these concepts relate to each topic, the social-political challenges these groups face in our society as well as identifying key cultural characteristics for each group.Each presenting group should plan to direct class discussions and experiences to facilitate the exploration of biases and prejudices held about these groups. 5.Students will be expected to write a 10-page, double-spaced paper addressing the following: ·Draw from your experiences in class thus far, especially your presentation related experiences, to discuss possible strengths and limitations you see in yourself as a multicultural mental health professional working with a culturally diverse population. ·Identify and discuss what might facilitate your further personal and professional development, including the different aspects of your personal identity, and finally; ·Whenever appropriate, relate your paper to class readings, videos, discussions and other activities. If you have questions about how to write this paper, we encourage you to meet with one or both of the faculty if you wish.This paper is due on the last day of class, November 5, 2008. Course Grading System: This class has a grading system of “Credit No Credit”.Students will be evaluated accordingly based on the completion of course assignments and requirements listed in the previous section. The Alliant Grade Appeal Policy can be found on the Alliant Portal and Alliant Catalog. Students who wish to appeal their grade must carefully review this policy and proceed in a timely manner. You must appeal a grade within 6 weeks of your grade being posted by the Registrar. Prior to initiating a grade appeal students must attempt to resolve the matter informally directly with the instructorand then, if applicable, any course coordinator. These attempts mustbe documented as part of the grade appeal process. III. COURSE READINGS AND MATERIALS Required Reading/ Fall Semester: 1.Ridley, C.R. (2005).Overcoming Unintentional racism in Counseling and Therapy.Thousand Oaks.CA: Sage Development. 2.Negy, C.(2008).Cross-Cultural psychotherapy: Toward a Critical Understanding of Diverse Clients, second edition.Reno, NV: Bent Tree Press. 3. 4.Articles assigned and distributed by instructors. Recommended Reading: 1.Hays, P. (2008).Addressing Cultural Complexities in Practice: A Framework for Clinicians & Counselors, second edition. 2.Sue, D.W. (2003).Overcoming Our Racism.San Francisco, CA: Jossey-Bass Books. 3.Sue, D.W. and Sue, D. (2008).Counseling the Culturally Diverse: Theory and practice.New York:John Wiley & Sons. 4.Several additional articles will be presented during the semester IV.POLICIES AND PROCEDURES Ethical, Legal, and Professional Standards of Care Students’ are expected to perform within professional standards of care as determined by ethical codes, legal considerations and accepted professional practice.See #5 in “IV. Policies and Procedures” section. Behavioral Expectations Students may fail the course by reason of difficulty in meeting the behavioral expectation or requirements of the class, such as attendance, or timely completion of assignments, or for violations of ethical and professional standards of care. 1.Policies Related To Class Attendance, Lateness, Missed Exams or Assignments The University expects regular class attendance by all students.Each student is responsible for all academic work missed during absences.When an absence is necessary, students should contact the instructor as courtesy and to check for assignments.See the University Catalog for the complete policy on attendance (http://www2.alliant.edu/download/2005/catalog/3_Academic_Policies.pdf). 2.Responsibility to Keep Copies Remember – it is good practice to keep copies of ALL major assignments/papers you turn in.On rare occasions, work may be lost because of computer failure or other mishaps. 3.Respectful Speech and Actions Alliant International University, by mission and practice, is committed to fair and respectful consideration of all members of our community, and the greater communities surrounding us.All members of the University must treat one another, as they would wish to be treated themselves, with dignity and concern. As an institution of higher education, Alliant International University has the obligation to combat racism, sexism, and other forms of bias and to provide an equal educational opportunity. Professional codes of ethics (e.g., from the APA for psychology students) and the Academic Code shall be the guiding principles in dealing with speech or actions that, when considered objectively, are abusive and insulting. 4.Academic Code of Conduct and Ethics The University is committed to principles of scholastic honesty.Its members are expected to abide by ethical standards both in their conduct and in their exercise of responsibility towards other members of the community.Each student’s conduct is expected to be in accordance with the standards of the University.The complete Academic Code, which covers acts of misconduct including assistance during examination, fabrication of data, plagiarism, unauthorized collaboration, and assisting other students in acts of misconduct, among others, may be found in the University Catalog.The University reserves the right to use plagiarism detection software. 5.Evaluation of Students’ Professional Development and Functioning In CSPP, multiple aspects of students’ professional development and functioning (e.g., cognitive, emotional, psychological, interpersonal, technical, and ethical) will be evaluated throughout the process of education and training in our professional psychology and MFT programs.This kind of comprehensive evaluation is necessary in order for faculty, staff, and supervisors to appraise the professional development and competence of their students.See the University Catalog for the complete CSPP policy on “Evaluation of Student Competence: A. Student Disclosure of Personal Information” (Appendix B). 6.Disability Accommodations Request If you need disability-related accommodations in this class, please see us privately.All accommodations must be requested in a timely manner (at least 2 weeks ahead of time) with a letter of support for Alliant’s Office of Disability Services.If you have questions about accommodations, please contact the Office of Disability Services. 7.Policy on Course Requirements During Religious Holidays Alliant International University does not officially observe any religious holidays.However, in keeping with the institution’s commitment to issues of cultural diversity as well as humanitarian considerations, faculty are encouraged to appreciate students’ religious observances by not penalizing them when they are absent from classes on holy days.Alliant International University faculty will be sensitive to these matters.Students should be similarly respectful of faculty members’ right to observe religious days. 8.Resources for Obtaining Tutoring or Other Student Support Services Tutors are available to help students with course-based or exam-based needs.Contact the Director of Student Support Services for information on obtaining tutoring on your campus. 9.Problem Solving Resources If problems arise with faculty, other students, staff, or student support services, students should use the University Problem Solving Procedures located on the web at: http://www.alliant.edu/academic/studentproblemsolving/ Student_Grievance_Policy.pdf or contact the University Ombudsperson at rkunard@alliant.edu. 10.IRB policy [if applicable] V.COURSE SCHEDULE Reminder that Syllabus is Subject to Change The following is the general structure and content of the course.The exact content and schedule of the syllabus is subject to change without prior notice to meet student, faculty, or other needs.We may spend more time on some topics as needed, and conversely, may move more quickly over other topics. Readings may be changed to correspond more closely to or illuminate class presentation.
COURSE OUTLINE
September 9Overview and orientation to the course Hopes and Fears, Personal Cultural Histories September 16Multiple cultural identities in therapist and client, issues of power and privilege Readings:1.Ridley, Overcoming Unintentional racism . . . chapter 7 2.Hays, Addressing cultural competencies . . . chapters 2+3 September 23Prejudice and Racism I Film - Color of Fear Readings:1.“Seventeen Narratives” J. of Counseling & Development, 1999 2.Ridley, Overcoming Unintentional racism . . . chapter 3 3.Tatum, B. D., “Defining racism: Can we talk?” 4.P. McIntosh, “White privilege and male privilege” September 30Prejudice and Racism II Film – Coming Home. Readings:1.Perea, J.“The Black/White Binary Paradigm of Race”. 2.Ridley, Overcoming Unintentional racism . . .chapter 2 3.Sethi, R.,“Smells like racism” October 7Out of class student preparation week. October 14Asian American focus Student presentations *Journal due (4 entries) Readings:1.Negy, Cross-cultural psychotherapy . . .chapter 11 2.Negy, Cross-cultural psychotherapy . .chapter 1 October 21African American focus Student presentations Readings:1.Negy, Cross-cultural psychotherapy . .chapter 9 October 28Latino American focus Student presentations Readings:1.Negy, Cross-cultural psychotherapy . .. chapter 5 and chapter 6 November 4Native American focus Student presentations Readings:1.Negy, Cross-cultural psychotherapy . .. chapter 15 November 11No class, Veteran’s Day observed. November 18*Therapist of color and White clients Class/Diversity celebration, pot luck and wrap up, introduction to Spring term. * Final paper due * Journal due (5 entries)
Readings:1.Tang, N & Gardner, J. “ Interpretation of race in the transference”
2.Negy, Cross-cultural psychotherapy…chapter 10 Assignment for Winter Break:Please read Sue & Sue, Chaps. 10 + 11 on Racial Identity Development.We will discuss these chapters in our first class in the Spring semester.
Course Title: Intercultural Awareness Development
Course Number: PSY 6121
Course Units: 1.5
Course Website: N/A
School: California School of Professional Psychology, AIU
Term and Year: Fall 2009Day and Time: Wednesday, 9:30-12:20.
Meeting Dates: September 9 through November 18, 2009.
Instructors: Harriet Curtis-Boles and Ed Bourg
Contact: hcurtis-boles@alliant.edu, (415) 955-2117
ebourg@alliant.edu,
Office location: Room 264, 2nd floor/ Room
Grading: Credit / No Credit
OPEN TO YEAR LEVEL: G-1
I. RATIONALE:
The PsyD and Ph.D. clinical psychology programs are organized to enable students to build sequentially on knowledge and skills. This course is part of the PsyD/PhD shared curriculum.
Each course in the PsyD and PhD program is designed to accomplish program specific learning outcomes (or training goals and objectives). For a complete copy of each program’s learning outcomes, goals and objectives see program manual.
In the Ph.D. program, this course helps in the fulfillment of the following Ph.D. program learning outcomes, e.g., goals and objectives:
Goal: To Prepare Students to be effective professional psychologists who are skilled at evaluating psychological functioning and providing effective interventions with diverse clients across a range of settings.
1. Objective: To develop broad theoretical and scientific knowledge in foundational areas that provides the basis for the effective practice of clinical psychology.
2. Objective: To develop an understanding of psychopathology and psychological assessment, and to apply such knowledge in the evaluation of psychological functioning in a variety of settings with diverse population
a. Identify, and distinguish between, different forms of psychopathology using DSM-IV criteria
b. Demonstrate proficiency in applying methods of psychological assessment, including tests of intelligence, and objective and projective measures of personality
c. Interpret and synthesize findings from psychological tests in the evaluation of psychological functioning
d. Demonstrate understanding of, and sensitivity to, the role of cultural factors in the diagnostic and evaluation process.
3. Objective: To develop and understanding of the efficacy, and modes of application of, psychological interventions in a variety of settings with diverse populations
a. Demonstrate comprehension of effective intervention techniques
b. Apply psychological interventions and evaluate effectiveness in clinical practice
c. Demonstrate cultural knowledge and competence in implementing psychological interventions for culturally diverse populations
This course helps in the fulfillment of the following PsyD program learning outcomes:
1. Objective: To develop student/graduates who have the knowledge, skills and attitudes necessary to function professionally in a multicultural society. Students demonstrate mastery in:
a. The ability to recognize their own attitudes about age, gender and ethnically, culturally, sexually diverse, or handicapped populations and to understand concepts of power and privilege as they apply to interventions with these populations.
b. The ability to understand clinical phenomenon within social and cultural context.
c. The ability to plan and carry out a course of treatment that is responsive to the clients gender, sexual orientation, ethnicity, culture, physical and mental capacities and age.
d. The ability to recognize the limits of their own clinical competence and to identify appropriate referral resources and or case consultation resources when needed.
2. Objective: To develop students/graduates who are able to intervene, using multiple methods, with diverse populations, across many settings and in changing and evolving context. Students develop mastery in:
a. The ability to practice in diverse clinical settings.
b. The ability to practice with a breadth of clients.
c. The ability to apply more than one major theory of intervention/development to practice.
d. The ability to modify treatment interventions based on ongoing assessments of outcomes.
e. The ability to appropriately consider time limitations, resources constraints and community resources in the choice of interventions.
f. The ability to integrate patients’ expectations into interventions when appropriate.
II. COURSE DESCRIPTION, PURPOSE, STUDENT LEARNING OUTCOMES AND ASSESSMENT
A. COURSE DESCRIPTION:
This is a yearlong course designed to facilitate an increased understanding of cultural identity, cultural differences, explore the operation and impact of prejudice, oppression and discrimination on minority groups and examine personal beliefs and attitudes about human differences. Ethnicity, sexual orientation, gender, class and disability will be examined. The class will combine discussion, didactic and experiential exercises in addressing these issues. Clinical work with multi-cultural populations, including exploring the socio-cultural and personal barriers to effective intervention will be addressed throughout the year, both in the context of general concerns when working cross-culturally as well as with specific cultural minority groups.
B. PURPOSE OF THE COURSE:
By the end of this course, students will be able to develop a greater understanding of their own cultural identities as well as a variety of multicultural issues that may be relevant in therapeutic interactions. Students will be more familiar with issues of prejudice, discrimination, and oppression and how such issues impact the therapeutic experience for both client and therapist.
C. SPECIFIC LEARNING OUTCOMES:
1. Students will become aware of themselves and others as cultural beings. What is your own cultural heritage and what role does it play in your life? How does it influence your worldview and values? What are the variations of cultural experience and their impact on self-perceptions and responses from others?
2. Students will become aware of their own values, biases and assumptions about human behavior. What stereotypes, perceptions, and beliefs do you hold about culturally different groups? What influence does this have on how you relate to others? What are the worldviews you may bring to the clinical encounter and to your role as a professional psychologist? Without such an awareness and understanding, psychologists may inadvertently assume that everyone shares their worldview. When this happens, students may become guilty of cultural oppression, imposing values on their culturally different clients.
3. Students will develop an understanding of the operation of oppression and privilege. Who are the oppressed and privileged in our society? How are these phenomenon manifest in individual lives and what are their social and psychological effects?
4. Students will acquire knowledge and understanding of the worldview of minority or culturally different groups and clients. What biases, values and assumptions about human behavior do these groups hold? Is there such a thing as an African American, Asian American, Latino/ Hispanic American or American Indian worldview? Do other culturally different groups (women, the disabled, gays/lesbians, etc.) also have different worldviews? Knowledge of the history, life experiences, cultural values and the hopes, fears and aspirations of culturally different groups in the United States is crucial to becoming an effective helper.
D. INSTRUCTIONAL STRATEGY:
Class activities consist primarily of lectures as well as class discussions of assigned readings videos presented, student presentations, and other student experiences throughout the class. Discussion takes place in the seminar group as a whole as well as in smaller groups when appropriate.
E. CLASS COMPONENT ON MULTICULTURAL AND INTERNATIONAL ISSUES:
The entire class provides substantive focus on multicultural issues.
F. DESCRIPTION OF COURSE REQUIREMENTS AND ASSESSMENT METHODS:
1. Attendance will be a critical criterion in the evaluation process and it is expected that students read all assigned articles and chapters from required books in preparation for the weekly class meetings. The class meetings will combine discussion of assigned readings, videos and experiential exercises and much of what occurs cannot be “made up” through substitute or additional assignments. In the unlikely event that you have to miss a class session: 1) please select a student in the course to discuss the class meeting with, 2) see one of the Instructors for a “make up” assignment related to the class process.
2. We expect that all class members will participate in discussions on readings, reactions to video presentations and small group exercises. Students are encouraged to share their thoughts, feelings, and processing of the readings assigned for each week. Of course an important part of learning in a course like this is coming to understand others and ourselves in a different way. To this end we encourage disclosure of the feelings and personal reflections these topics provoke. As Faculty we will attempt to help students to create a “safe” place for such disclosures. However, such self-disclosures of this nature will not be a criterion in class grades.
3. We expect all students to keep a Course Journal of their class experience, their personal reactions to the events that occur. Journal entries should be made following each class session and should include your thoughts and reactions to class discussions, activities and readings. Though there is no length requirement for journals, we expect thoughtful, substantive content. In addition to giving students the opportunity to extend the class discussion the journal entries also allow students to communicate their concerns to the instructors in a safe context. For students who may not be on-going active participants in class discussions, the journals should include reactions to and reflections on class readings to give the instructors an additional method of gauging how the course material is being integrated and understood. Journals will be reviewed by one of the two faculty once each during the semester--and therefore need to be turned in at class twice. The first series of journals is due on the fourth week of class (October 8: 4 entries) and the second on the last day of class (November 5: 5 entries) along with the final papers. One of the instructors will read, and briefly comment on your entries, but the content of your journals will not be used to determine whether you pass, fail, or receive “some” or “serious concern”.
4. All students will be expected to participate in a group presentation on one of four major ethnic minority groups in the United States emphasizing issues of cultural values, beliefs and practices, prejudice and oppression. These presentations will occur in weeks 5-8 of the class. Instructors will be available to help students discover appropriate resource material for these presentations. The presentations should cover areas of oppression and discrimination as these concepts relate to each topic, the social-political challenges these groups face in our society as well as identifying key cultural characteristics for each group. Each presenting group should plan to direct class discussions and experiences to facilitate the exploration of biases and prejudices held about these groups.
5. Students will be expected to write a 10-page, double-spaced paper addressing the following:
· Draw from your experiences in class thus far, especially your presentation related experiences, to discuss possible strengths and limitations you see in yourself as a multicultural mental health professional working with a culturally diverse population.
· Identify and discuss what might facilitate your further personal and professional development, including the different aspects of your personal identity, and finally;
· Whenever appropriate, relate your paper to class readings, videos, discussions and other activities.
If you have questions about how to write this paper, we encourage you to meet with one or both of the faculty if you wish. This paper is due on the last day of class, November 5, 2008.
Course Grading System:
This class has a grading system of “Credit No Credit”. Students will be evaluated accordingly based on the completion of course assignments and requirements listed in the previous section.
The Alliant Grade Appeal Policy can be found on the Alliant Portal and Alliant Catalog. Students who wish to appeal their grade must carefully review this policy and proceed in a timely manner. You must appeal a grade within 6 weeks of your grade being posted by the Registrar. Prior to initiating a grade appeal students must attempt to resolve the matter informally directly with the instructor and then, if applicable, any course coordinator. These attempts must be documented as part of the grade appeal process.
III. COURSE READINGS AND MATERIALS
Required Reading/ Fall Semester:
1. Ridley, C.R. (2005). Overcoming Unintentional racism in Counseling and Therapy. Thousand Oaks. CA: Sage Development.
2. Negy, C. (2008). Cross-Cultural psychotherapy: Toward a Critical Understanding of Diverse Clients, second edition. Reno, NV: Bent Tree Press.
3. 4. Articles assigned and distributed by instructors.
Recommended Reading:
1. Hays, P. (2008). Addressing Cultural Complexities in Practice: A Framework for Clinicians & Counselors, second edition.
2. Sue, D.W. (2003). Overcoming Our Racism. San Francisco, CA: Jossey-Bass Books.
3. Sue, D.W. and Sue, D. (2008). Counseling the Culturally Diverse: Theory and practice. New York: John Wiley & Sons.
4. Several additional articles will be presented during the semester
IV. POLICIES AND PROCEDURES
Ethical, Legal, and Professional Standards of Care
Students’ are expected to perform within professional standards of care as determined by ethical codes, legal considerations and accepted professional practice. See #5 in “IV. Policies and Procedures” section.
Behavioral Expectations
Students may fail the course by reason of difficulty in meeting the behavioral expectation or requirements of the class, such as attendance, or timely completion of assignments, or for violations of ethical and professional standards of care.
1. Policies Related To Class Attendance, Lateness, Missed Exams or Assignments
The University expects regular class attendance by all students. Each student is responsible for all academic work missed during absences. When an absence is necessary, students should contact the instructor as courtesy and to check for assignments. See the University Catalog for the complete policy on attendance (http://www2.alliant.edu/download/2005/catalog/3_Academic_Policies.pdf).
2. Responsibility to Keep Copies
Remember – it is good practice to keep copies of ALL major assignments/papers you turn in. On rare occasions, work may be lost because of computer failure or other mishaps.
3. Respectful Speech and Actions
Alliant International University, by mission and practice, is committed to fair and respectful consideration of all members of our community, and the greater communities surrounding us. All members of the University must treat one another, as they would wish to be treated themselves, with dignity and concern.
As an institution of higher education, Alliant International University has the obligation to combat racism, sexism, and other forms of bias and to provide an equal educational opportunity. Professional codes of ethics (e.g., from the APA for psychology students) and the Academic Code shall be the guiding principles in dealing with speech or actions that, when considered objectively, are abusive and insulting.
4. Academic Code of Conduct and Ethics
The University is committed to principles of scholastic honesty. Its members are expected to abide by ethical standards both in their conduct and in their exercise of responsibility towards other members of the community. Each student’s conduct is expected to be in accordance with the standards of the University. The complete Academic Code, which covers acts of misconduct including assistance during examination, fabrication of data, plagiarism, unauthorized collaboration, and assisting other students in acts of misconduct, among others, may be found in the University Catalog. The University reserves the right to use plagiarism detection software.
5. Evaluation of Students’ Professional Development and Functioning
In CSPP, multiple aspects of students’ professional development and functioning (e.g., cognitive, emotional, psychological, interpersonal, technical, and ethical) will be evaluated throughout the process of education and training in our professional psychology and MFT programs. This kind of comprehensive evaluation is necessary in order for faculty, staff, and supervisors to appraise the professional development and competence of their students. See the University Catalog for the complete CSPP policy on “Evaluation of Student Competence: A. Student Disclosure of Personal Information” (Appendix B).
6. Disability Accommodations Request
If you need disability-related accommodations in this class, please see us privately. All accommodations must be requested in a timely manner (at least 2 weeks ahead of time) with a letter of support for Alliant’s Office of Disability Services. If you have questions about accommodations, please contact the Office of Disability Services.
7. Policy on Course Requirements During Religious Holidays
Alliant International University does not officially observe any religious holidays. However, in keeping with the institution’s commitment to issues of cultural diversity as well as humanitarian considerations, faculty are encouraged to appreciate students’ religious observances by not penalizing them when they are absent from classes on holy days. Alliant International University faculty will be sensitive to these matters. Students should be similarly respectful of faculty members’ right to observe religious days.
8. Resources for Obtaining Tutoring or Other Student Support Services
Tutors are available to help students with course-based or exam-based needs. Contact the Director of Student Support Services for information on obtaining tutoring on your campus.
9. Problem Solving Resources
If problems arise with faculty, other students, staff, or student support services, students should use the University Problem Solving Procedures located on the web at: http://www.alliant.edu/academic/studentproblemsolving/ Student_Grievance_Policy.pdf or contact the University Ombudsperson at rkunard@alliant.edu.
10. IRB policy [if applicable]
V. COURSE SCHEDULE
Reminder that Syllabus is Subject to Change
The following is the general structure and content of the course. The exact content and schedule of the syllabus is subject to change without prior notice to meet student, faculty, or other needs. We may spend more time on some topics as needed, and conversely, may move more quickly over other topics. Readings may be changed to correspond more closely to or illuminate class presentation.
COURSE OUTLINE
September 9 Overview and orientation to the course
Hopes and Fears, Personal Cultural Histories
September 16 Multiple cultural identities in therapist and client, issues of
power and privilege
Readings: 1. Ridley, Overcoming Unintentional racism . . . chapter 7
2. Hays, Addressing cultural competencies . . . chapters 2+3
September 23 Prejudice and Racism I
Film - Color of Fear
Readings: 1. “Seventeen Narratives” J. of Counseling & Development, 1999
2. Ridley, Overcoming Unintentional racism . . . chapter 3
3. Tatum, B. D., “Defining racism: Can we talk?”
4. P. McIntosh, “White privilege and male privilege”
September 30 Prejudice and Racism II
Film – Coming Home.
Readings: 1. Perea, J. “The Black/White Binary Paradigm of Race”.
2. Ridley, Overcoming Unintentional racism . . . chapter 2
3. Sethi, R., “Smells like racism”
October 7 Out of class student preparation week.
October 14 Asian American focus
Student presentations
*Journal due (4 entries)
Readings: 1. Negy, Cross-cultural psychotherapy . . . chapter 11
2. Negy, Cross-cultural psychotherapy . . chapter 1
October 21 African American focus
Student presentations
Readings: 1. Negy, Cross-cultural psychotherapy . . chapter 9
October 28 Latino American focus
Student presentations
Readings: 1. Negy, Cross-cultural psychotherapy . . . chapter 5 and chapter 6
November 4 Native American focus
Student presentations
Readings: 1. Negy, Cross-cultural psychotherapy . . . chapter 15
November 11 No class, Veteran’s Day observed.
November 18* Therapist of color and White clients
Class/Diversity celebration, pot luck and wrap up, introduction to Spring term.
* Final paper due
* Journal due (5 entries)
Readings: 1. Tang, N & Gardner, J. “ Interpretation of race in the transference”
2. Negy, Cross-cultural psychotherapy…chapter 10Assignment for Winter Break: Please read Sue & Sue, Chaps. 10 + 11 on Racial Identity Development. We will discuss these chapters in our first class in the Spring semester.